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We have adopted the Outdoor Play and Learning (OPAL) Primary Programme to enhance pupils’ break times. OPAL Play Enhancing pupils' break times. We have adopted the Outdoor Play and Learning (OPAL) Primary Programme to enhance pupils’ break times. Pupils can take part in active pursuits and have access to a range of traditional and modern equipment. Activities include: Dressing up A mud kitchen Water play Hula-hooping Dancing Den-building Tree climbing Riding scooters We have found this OPAL programme has a positive effect on the children’s well-being as well as their performance in lessons. You can find out more about the OPAL programme at outdoorplayandlearning.org.uk We also employ a Sports Leader at lunchtimes to facilitate different opportunities for pupils to play different sports. Active Learning Also use Teach Active, a programme of lesson plans for English and maths, to inspire ‘active learning’ and make sure children have opportunities to move around in their lessons. Read more on our Physical Education page. Downloads and links Download our documents for further information about our curriculum.

Our Christian values are the basis for everything we do at Albourne and they play a key role in the development of our pupils academically, emotionally, morally, socially and spiritually. Vision and Values Vision & Values The Albourne Way Vision and values Everything we do at Albourne Church of England School is underpinned by John 10:10 ‘Jesus said, “I have come that you may have life in all its fullness.”’ When developing a ‘Culture of Excellence for ALL’, we encapsulated life in all its fullness within The Albourne Way. The Albourne Way came out of our vision to nurture and enable all of our children to flourish and be the person that they are capable of being. The Albourne Way encourages both the community and our children to be caring citizens, confident and independent learners as well as responsible and resilient individuals. They will use the Christian Values, learnt and understood during their time at Albourne School to guide and support them to experience life in all its fullness as they progress from Primary School towards adulthood. Our Christian values are the basis for everything we do at Albourne and they play a key role in the development of our pupils academically, emotionally, morally, socially and spiritually. We encourage pupils to consider how we model our values through our actions in daily life. We teach our pupils these key values: Perseverance Aspiration Respect Responsibility Kindness Courage Our school’s vision is that, by learning and living these values, our pupils will develop and experience ‘life in all its fullness.’ (John 10:10) Find out more about The Albourne Way . Find out more about our Christian ethos on our Christian life page.

Ofsted, SIAMS & SIP Latest Ofsted, SIAMS & SIP Reports SIP Report May 2024 SIP Reports Feb 2024 Ofsted Report 2016 SIAMS Report 2017

History...The Albourne Way Whole School Overview 2024-25 Curriculum Overviews History…The Albourne Way INTENT Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. ‘History… The Albourne Way’ envisions a history curriculum that sparks curiosity, promotes critical thinking, and cultivates a deep understanding of the past. It is our intent to empower young learners to become informed global citizens who appreciate the rich tapestry of human experience and understand the interconnectedness of events, societies, and cultures throughout time. Core historical concepts such as cause and consequence are central, providing relevance to the modern world. Our curriculum aims to ignite curiosity, cultivate critical thinking, and instil a deep appreciation for human history, preparing students to be engaged citizens in an interconnected world and live their life to the full. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: An early introduction to understanding the world in a rich immersion into history in our early year’s curriculum. A vast range of enquiries into different time periods from the Stone Age to World War II, with in depth studies on ancient civilisations and time periods in KS2. This enables pupils to develop their chronological awareness of themes and issues over more extended periods of time. A range of skills being taught to encourage our children to think like historians; by teaching them to analyse and evaluate sources and evidence. Teaching subject concepts that are built upon each year throughout their journey at Albourne, so they learn how to think and work like historians. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. The MTPs for each enquiry in History highlight both the objectives and anticipated outcomes of the investigation – the end points of learning. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in History. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating History in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our inclusive, immersive, and aspirational history curriculum will prepare our pupils for their interaction with the modern world and educate them on their place in history. Not only will our pupils will have progressed their substantive knowledge and know their ‘facts’ about their history. But our integration of disciplinary thinking will expand their view on the world with their ability to apply skills of analysis, evaluation and empathy across their evolution in our modern-day society.

The wellbeing of our pupils is important to us. Find out more about our Albourne Way Peacekeepers. Mental Health & Wellbeing Looking after all our pupils. Mental health is a state of wellbeing in which every individual realises their own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to their community (World Health Organisation). At Albourne we are committed to promoting and supporting positive mental, physical and emotional wellbeing for all school stakeholders - pupils, staff, parents & community. A group of children who help develop friendships for children, find solutions to problems and encourage children to follow the Albourne Way. How to look after your mental health Anxiety Eating for your mind The Peacekeepers Further information Below are resources you may find useful to support your child in different situations. Further resources on keeping your child safe online can be found on our online safety page. Read our Ofsted inspections NSPCC National Bullying Helpline Kidscape - help with bullying

Albourne Church of England Primary School is a caring church school rooted in the heart of our community, in the village of Albourne, West Sussex. About us Albourne Church of England Primary School is a caring church school rooted in the heart of our community, in the village of Albourne, West Sussex. Explore Headteacher's Welcome A warm welcome to Albourne C.E. Primary School. The school is set in the heart of Albourne village, in beautiful rural surroundings, at the foot of the South Downs. Our pupils come from a wide rural catchment area and range from age 4 to 11 years. Read more Vision and Values Our Christian values are the basis for everything we do at Albourne and they play a key role in the development of our pupils academically, emotionally, morally, socially and spiritually. We encourage pupils to consider how we model our values through our actions in daily life. Read more The Albourne Way The Albourne Way encourages both the community and our children to be caring citizens, confident and independent learners and responsible and resilient individuals. Read more House Teams All pupils at Albourne are members of one of our house teams. Houses are named after trees - Oak, Alder, Willow and Walnut - as chosen by our pupils. Read more Pupil Leadership Pupils are given opportunities for leadership at Albourne. This may be leading their peers as House Captains, representing their class in our Pupil Parliament or being an Albourne Way Ambassador. Read more Staff We have a caring and committed team of skilled staff who work together to make a positive difference to the children's lives, to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Read more Governors Our Governing body are committed to making a positive contribution to the school and your children’s education, both their learning and wellbeing. Read more Parent and Teacher Association We have a close relationship with our parents and an active and enthusiastic Parent and Teacher Association (PTA). Read more Hurst Education Trust Albourne is a proud member of the Hurst Education Trust (HET) which is a Multi-Academy Trust set up by Hurstpierpoint College, in collaboration with the Diocese of Chichester. It exists to provide a unique offer to local schools in the Mid Sussex area. Read more Vacancies Find out more about our staff vacancies at Albourne C.E. Primary School. Read more

All Governors are volunteers and our governing body includes representatives from parents, staff, the local community, the Local Authority and Diocese. They have a range of backgrounds and skills, including business and education, which enables them to be effective as a Governing Body. Governors Supporting our whole school community. Local Governing Body Albourne C of E primary 2024-25 Our Governors All Governors are volunteers and our governing body includes representatives from parents, staff, the local community, the Local Authority and Diocese. They have a range of backgrounds and skills, including business and education, which enables them to be effective as a Governing Body. Governors share the school’s vision and values and this informs their priorities and decisions. Our Governing Body are committed to making a positive contribution to the school and your child’s education. This includes all pupils' learning as well as their overall wellbeing. Governing Body Janneke Blokland Chair of Governors Louise Whitmore Vice Chair of Governors and Parent Governor Rev Rachel Cornish Governor Sophie Jupp Parent Governor Fiona Keeling Ex officio, Headteacher Ruth Schofield Co-opted Governor Nargis Miah Teacher Governor Rebecca Bownas Co-opted Governor Tim Higginson Co-opted Governor Sian Cattaneo Clerk Role of the Governors The Governors seek to support the school community as a whole: pupils, staff and parents, and they are also accountable to the whole school community. The aims of our Governors are to: Be strategic Act as a critical friend in the development of the school Hold the school to account The Governors also maintain strong links with our local community, which includes St Bartholomew's Church in Albourne and Albourne village. The specific roles of our Governors are to: Set a clear vision, ethos and strategic direction of the school Work with the Headteacher to promote and maintain a high quality education for all pupils To hold the Headteacher to account for the educational performance of the pupils and the performance management of staff Ensure final oversight of the financial performance of the school and the effective use of school resources How the Governors work Individual Governors have no power or responsibility; it is only the full governing body that has legal duties and powers. However, all Governors share in that corporate responsibility. The school's direction is agreed by the Governing body, Headteacher and Senior Leadership Team, who also make sure the school is meeting its targets. The Headteacher and staff manage the school on a day-to-day basis. The Governors meet six times a year for full governing body meetings. These meetings cover all matters of governance. Each Governor takes on a specific monitoring role for different aspects of school governance. Our flat structure removes the need for sub-committees. Governors are also part of various working parties during the year which shares the workload and helps us to be more effective. Regular training enables governors to keep up-to-date with current thinking in education and church schools. The Governors welcome parents' feedback about the school. If you have any queries about the role of the Governors, or require further information, please contact our Clerk to Governors, Sian Cattaneo, via the school office or email clerk@albournecep.co.uk . The Chair of Governors can be also be contacted via the Clerk. About our Governors "I became a governor in 2023. In my main role I am the Chaplain at Hurstpierpoint College, and have a keen interest in supporting education in the area in which I live. Previously, I was chair of governors of a primary school in Wiltshire, where I worked in parish and school life. Having a background in Science, I am also passionate about enthusing children to learn and discover the world for themselves." Janneke Blokland, Chair of Governors "I became a Co-opted Governor early in 2020. I am keen to offer my experience of 40 years in primary education to further support this successful school. I was a class teacher for 28 years, both here and in International Schools abroad. I was Headteacher of a school in West Sussex for 12 years. Since I retired, I have continued to be involved in training the next generation of teachers." Ruth Schofield, Co-opted Governor "I became a parent governor in Autumn 2020. I have two children at Albourne and I want to play a greater role in supporting the development of this wonderful school. I’ve taught History for nearly 20 years in a sixth form college and also secondary schools. I feel I am in a good position to not only use my knowledge and perspective as a parent but also have a real understanding of working in a school. I am currently taking a career break but continue to work as an A-level examiner." Louise Whitmore, Parent Governor "I became a parent governor in Autumn 2020. I currently have two children at Albourne (one in Key Stage 1 and one in Key Stage 2). I have worked in the Financial Services sector since finishing university and continue to do so. I volunteered to take on this role as I wanted to help and support the school. I hope to bring a working parent's perspective to the team. I am very much looking forward to helping all the children currently, and in the years to come, have the most positive school experience. I have a big passion for the outdoors, sport and education." Sophie Jupp, Parent Governor I became a governor at Albourne in Autumn 2023. I am currently working full time at Hurst College as Head of the Humanities Faculty and Director of Educational Research which helps inform teaching and learning practice across the whole of the College. I have been teaching since 2010, after completing my geography degree, and during this time in education I have worked as a: Sports Coach, Teacher of Geography, Teacher of Sociology, Head of Department (geography and sociology), Head of Faculty and Director of Educational Research. I am keen to support the school in its Curriculum Development and all aspects of Teaching and Learning moving forward. Rebecca Bownas "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength." Tim Higginson "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength."

Science lessons at Albourne are enhanced by fun experiments and practical work. We take part in British Science Week by holding STEM (Science, Technology, Engineering and Mathematics) workshops. Our Forest School plays an important part in our Science curriculum, helping pupils understand nature and the wider world around them. Science... The Albourne Way Fun experiments and practical work. Science Curriculum Map 2024-25 Intent At Albourne, we want every pupil to be curious and inquisitive throughout his or her time with us. The science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We aim to nurture pupils interest and understanding in science so they want to learn more about the importance of science. Through our science programme of study, we will teach the essential aspects of scientific knowledge, enquiry processes and uses of science that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards clear sequences of lessons and assessment opportunities. Key skills are mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills points that are in accordance with the Working Scientifically skills expectations of the national curriculum. Our pupils are provided with a variety of opportunities that cement and challenge their natural love of science through accessible practical, physical and interactive learning experiences, which are promoted, by trips, parental involvement and community links. They are also able to make use of our local environments and habitat. Pupils will be empowered via the use of a broad and balanced understanding of science, developed through fun, exciting and relevant lessons that allow them to successfully transition to the next stage of their education. Implementation Teachers create a positive and passionate attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following; Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps pupils to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of the sequence of learning and pupils are shown the dual-coded vocabulary and this is displayed on the working wall. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work. Once pupils know the new vocabulary for the unit and how it relates to previous learning, the pupils are asked what they already know specifically about the new topic which is incorporated into a mind map of knowledge. This provides the teacher with an insight into the pupils ‘starting points’ for the topic, to enable the use of assessment to inform planning. The teacher is then able consolidate any of the key knowledge which is identified at this part of the process as not yet being secure. Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the pupils own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation. Through our planning, we involve problem-solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those pupils with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion and quality first teaching. We build upon the knowledge and skill development of the previous years. As the pupils knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupils school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupils understanding of their surroundings by accessing outdoor learning and workshops with experts. Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week and STEM days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community. Impact The successful approach to the teaching of science at Albourne results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.

EYFS... The Albourne Way Inspiring our small Albourne Family EYFS…The Albourne Way Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. Our coherently planned and well sequenced curriculum, ‘EYFS… The Albourne Way’ offers targeted and exciting opportunities so that children develop new interests and learn new knowledge, thus we close the gaps, but is adaptive and flexible to the children’s interests. Through a rich environment both inside and out, children are enable to engage in learning that is inspirational, challenging and facilitates the consolidation / retaining of knowledge previously learnt. Because of the excellent knowledge that the staff have of the children, high quality interaction between the adults and the children enable all children to make excellent progress from their starting points and be ready for the challenges of Y1. It is our belief that every child can achieve their potential in a safe secure and challenging environment and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full. The EYFS Curriculum There are seven areas of learning in the EYFS curriculum. All areas of learning and development are important and inter-connected. There are three prime areas that are crucial for igniting children’s curiosity and enthusiasm for learning and for expanding their capacity to learn. These are: ● Communication and Language ● Physical Development ● Personal, Social and Emotional Development There are then four specific areas through which the three prime areas are strengthened and applied. These are: ● Literacy ● Mathematics ● Understanding the World ● Expressive Arts and Design The EYFS is based upon four principles: ● A Unique Child ● Positive Relationships ● Enabling Environments ● Learning and Development The EYFS Curriculum…The Albourne Way Communication and Language Involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing. To give children the best opportunities for developing Communication and Language Positive Relationships support children to communicate their ideas and thoughts with each other and with adults. Enabling Environments contain signs, symbols, words, songs and notices. They also have books and pictures that take into account interests, backgrounds and cultures. At Albourne, we use the ShREC approach in our interactions with children across the learning environment both inside and out: Sh – Share attention. Adults will always be at the child’s level, paying attention to what they are focussed on. R – Respond Follow the child’s lead, responding to them by making a brief comment on what they can see, hear or feel. E – Expand Echo back what the child is saying and build on this by adding new vocabulary and turning it into a sentence. C – Conversation Have a back and forth extended conversation, giving the child time to listen, process and reply. Story-telling, reading to them, role-play / language in environment Physical Development Involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. This area provides opportunities for children to be active and devlop their co-ordination, manipulation and movement. It develops understanding of the importance of being physically active and eating healthily. To give children the best opportunities through Positive Relationships children are supported in their understanding of exercise, sleep and eating to promote health. Activities in Enabling Environments both indoors and outdoors encourage energetic physical play. In Learning and Development, snack times promote social skills and the importance of making healthy food choices. Personal, Social and Emotional Development Involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. This area develops children’s positive sense of themselves. It teaches about having respect for oneself and others, developing social skills and a good attitude to learning. To give children the best opportunities through Positive Relationships, adults form caring relationships with all children. In Enabling Environments opportunities for play and learning are created that help children embrace differences between themselves and others. Learning and Development experiences are planned to promote all round development. Literacy Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. Environment PUT A RATIONAL – INTENT at then beginning of each of the zones Vision for environment rationale for the environment – this your intent The learning environment is zoned into areas that will promote playing and exploring, active learning and creating and thinking critically. BOOKLAND This is my implementation The Bookland area will consist of: Front facing shelves for children to see the books. Crates attached to wall that have objects related to the book for the children to engage with. A floor book stand with recommended books in. A reading buddy to read to. The Bookland sign. Reading Challenge board. Photographs of the children reading / engaging with books. Recommended reads for that year group. Within your book collection, BAME characters and authors must be prominent but not labelled. The Book land area should be inviting, engaging and inspirational.